VID - Virtual Instructional Designer

2009-07-27T05:09:00.000-04:00

What’s Your Design Signature?

I once had to work on networking several buildings within a 50 acre campus that had to be wired. While collecting information and data on the present wiring within this large campus with a local phone company installer we made an incredible discovery. As we checked each phone connection terminal we found wiring with a distinct pattern developing. After opening panel after panel, some of the wiring stood out because visual clues left behind by the installer. This made for easy, quick identification. Plus, we found mini colored tags made from colored tape indicating specific office lines within each building. This “signature” pattern followed throughout the entire campus. And to top it all off, the phone company installer knew the name of the person who had this “signature” method of designing, installing and maintaining phone systems within large buildings. And he also knew that this job was going to be much, much easier for us since the “signature” style of the retired installer had created a design map for us. So, how does this story relate to the ID business?

All ID’s should develop an ID “signature” that not only advertises your skill, organizational skills and professionalism but is immediately identifiable by all within the industry because it makes the revision or updating process of our designs easier. How can this be done?
First, focus on your naming conventions. For example if you have linkage to MS Word documents within your ID product, start the name of each of those files with the letters “DOC_” thus all Doc files will be organized within one group without using all kinds of folders to organize information. So, within a second of opening your ID product, a professional sees one element of your “signature”. Do the same with other files such as using “PICT_” or “JPEG” before your graphics which organizes all your graphics into one location. Keep following this pattern will all of your files. Can you see the “signature” developing?

Another way of creating a “signature” involves notations. Always include a file within your projects with a flowchart of the project in a visual format. Thus, within seconds your “signature” is again recognized and will make the revisions much easier.
How can these “signatures” help you as a virtual designer? They become your “signature” business card that travels with every design you complete. They also demonstrate your excellent ID skills and leave an lasting impression upon everyone. Thus, this becomes a priceless advertisement that speaks for itself. So, start today developing your ID “signature” and know that each design your release will carry your reputation within its structure for all to recognize.

2009-07-27T05:03:00.002-04:00

Life As A Virtual ID – Always Be Prepared!

As you start your workday in your PJ’s with coffee in hand you realize there are many advantages to being a virtual ID and working from home. But wait, the lights are not flashing, there’s no glow radiating from the magic box that connects you to the outside world. Oh no! Your router is not working!
And then the realization hits– being a virtual ID working from home also means “you” are the IT department who not only has to repair the home network, but you also must have extra hardware, software, backup systems and remote storage for files. And even more important than the strategies previously mentioned you must have an alternative virtual workplace within driving distance that offers the best in working environments. And how do you find these places?
First, realize you are just like any other business and you need an emergency plan. And this emergency plan will mean that you will have to spend the time investigating and visiting local virtual workplaces. First, start with developing a check-off sheet with the following:

a. List all of your office supplies that you will need to take with you if you have to leave your virtual home office.
b. Make printed copies of important files that you need to complete your job and place them in folders in a portable basket or file carton.
c. Don’t forget the all important jump drive, cords, internet credit card and cell phone.

Now its time to start investigating locations within your local area. Start your investigation with your local libraries or college libraries and find out if wireless internet access is offered. And make sure you ask if there is a time limit on their internet access. Then, go to the next alternative – the coffee shops that offer internet access. Finally, if you have the time and energy, use a wireless hotspot detector and drive around court houses, hotels and large corporations to find wireless networks that will allow you access. Remember, if this is a real emergency you can always work from your car while using one of these hotspots.
Yes, being a virtual ID has its advantages but you must be proactive in all areas of maintaining, managing and administering your home office environment, technology and emergency procedures. So, let me leave you with this question – Do you have an emergency plan in place if your home is damaged and you must leave your home office for weeks?

Thin-Slice ID

2009-05-15T16:26:00.000-04:00

I could have illuminated the entire U.S. as the light bulb over my head turned on while I was reading Malcolm Gladwell’s, blink!.

What if I explored thin-slicing and then applied it to the ID ( instructional design) process?

Just Google thin-slicing and you’ll find that this method has been applied to numerous computer programming languages on anything from debugging to database designs. So, why couldn’t it be applied to the ID (instructional design) process.

So with pencil in hand and a huge piece of paper I started my exploration and application of thin-slicing to the ID process. Since thin-slicing is the “automated, accelerated unconscious method of information gathering” (Gladwell, Malcolm; 2005) I decided to try it on the initial examination of a new ID project. Many times we are given pages and pages of content to be transformed into online classes or training. The linear format of the traditional face-to-face instructional method can be an ID nightmare. But, if you thin slice the content and develop a skeleton concept map of the key topics found within the content, you’ve already cut your time in half. Then, take the next thin-slicing step by fleshing out each of the concepts with only the facts while aligning the goals and objectives for the class. Once the concept skeleton has some muscle to it, you are ready to thin slice the online delivery specs by exploring the mode of delivery (hypermedia, multimedia … etc.), the user interface, navigational system, title, module headings and subheadings. Are you getting the hang of this now….incredible! At this point you have a skeleton concept map with the facts under each concept along with the goals, objectives and the basic online delivery specs.

It is now time to design the project module by module (concept by concept) with ID theory based instruction, knowledge objects and assessments. Did I stop here? No, I thin-sliced all the audio, video, animations, and visual enhancements needed in each module.

The visual tool or concept map developed provided me with a quick reference project tool where the client was able to see the relationship between concepts, activities, multimedia, video, assessments and objectives. It was interesting to see how quickly the “loose concepts” or “course fillers” surfaced since a connection to the goals or course objectives could not be identified.

As with every new adventure there are some bumps in the road, they are:

You must be able to quickly identify the real concepts within the pages of content given to you.
You must have a strong foundation in ID theories, online learning modes and methods.
You must have a strong working relationship with your SME (special material expert) who will identify, explain and flesh out any concepts not mapped within the thin-slicing.
You must allocate uninterrupted time to the initial thin-slicing since it is very difficult to start, stop, start and map when your cognitive mapping is interrupted.

Have fun thin-slicing your next ID project.

Copyright: A Topic All Instructional Designers Must Comprehend

2009-04-25T13:57:00.000-04:00

In this rapid pace world of instructional design so many designers spend hours learning new software, reading about current research trends and exploring new interactive activities to produce cutting edge designs. Yet, we should be spending just as much time researching and applying the most current copyright regulations which can affect your product as quickly as the current trends.

Once you visit the U.S. Copyright Office there are numerous documents that can affect your training materials. Let’s just highlight a few:

a. Did you know there are specific steps for copyrighting multimedia works?

b. Do you know all the educational guidelines for copyright that allow educators to reproduce documents for classroom use? How do these copyright regulations apply to internet materials and linkage?

c. Are you aware that there are privacy and publicity rights affecting your rights to photographs with human subjects unless you have secured a release?

d. How many of you are linking directly to YouTube for instructional materials? Did you know that if you sell or gain income from those training materials the copyright changes?

Look above your head right now. If there is a big question mark there because your mind is reviewing all of the training materials you’ve developed for the past five years as you try to remember if you violated any copyright regulations, you are a good candidate for a daily visit to the U.S. Copyright Office.

Your Prescription:

Take ten minutes a day to explore: http://www.copyright.gov/

Virtual Instructional Designer – Methods To Land A Virtual Contract

2008-12-15T18:25:00.002-05:00

If you are a virtual instructional designer working from home how do you stand out from the others when applying for a job or a contract?

There are a number of traditional job hunting recommendations for landing that job that just don’t work when you are a “virtual” instructional designer. So, just how do you stand out during an interview?

The number one asset is your voice. Since most of the interviews are conducted via a phone conference, you will need to practice using a very professional voice tone. You need to learn how to emphasize words through tone and “not volume”. An important point to remember is don’t “speed talk” during an interview on the phone! Keep in mind that your future employer is not able to see you; therefore they are unable to read body language, facial expressions or your hand movements. Everything depends upon your voice. Finally, if you find yourself in a conference call with four other instructional designers applying for the same position, make sure you use your first name before you respond to each question. This way the interviewer will connect your name with your voice and your responses. Always try to make a connection between your voice, name and company name.

Your second asset is your professional vocabulary such as keywords and phrases relating to your profession and the company that is interviewing you. Do your research before the interview and practice using the keywords with the correct voice tones.

The most important key element during your phone interview is “silence”. Turn off the television, radio and the washer or dryer in the background while you are on the phone for your interview. Don’t let the kids play right in the room with you while you are doing your interview. Keep in mind this is a professional interview even if it is being conducted via the phone.

One strategy that works is the KISS principle. Keep your responses short and right to the point. The interviewer is also on the phone and may be experiencing distractions in the office, so you must get right to the point and not drag on with long explanations.

Keep your interviewer engaged in the conversation and the interview. End your explanation with a question to the interviewer. And the question should tie your answer into their company by using the company name and the interviewer’s name.

Finally, always follow-up your phone interview with a thank you email and a hand written note sent via U.S. Mail. In both notes you should include the links or URL’s to specific materials on your web site related to the company’s instructional needs. And don’t stop there! Continue to send communications via email and U.S.Mail with a newsletter about the current instructional design trends and updates. They will remember you each time they read or reference the materials.

FLASH Crash Course :-)

2007-10-23T13:56:00.000-04:00

As an elearning designer you learn quickly that you must always be learning new software, programming and elearning techniques. And this is all going on while still working on current projects. Since Authorware is out and FLASH is in the learning process had to be quick and to the point. This type of learning requires excellent learning tools. Here are some I've found that have taken me right up to the advanced FLASH coding level within two weeks.
First, what would we ever do without the wonderful people at VTC? Within a day I received my CD's on FLASH training. Since I previously worked with FLASH I only needed the advanced FLASH training and sure enough they had them. This visual method of learning is excellent and worth checking out if you are looking for any type of quick method to learn a new piece of software.
Then, I can't forget my first resource book FLASH 5 Creative Web Animation by Derek Franklin and Brooks Patton which I dug out, read and viewed several of their quicktime instructional movies. This book is the only one that I have found that clearly explains the ActionScript process in an easy to understand method.
Now that these two resources have taught me all to know about FLASH I"m filling my hours with creating interactive elearning games and content.
Good luck!

Authorware: Death of an App?

2007-10-05T13:56:00.000-04:00

What's a designer to do? There once was this great software that did it all with such a great GUI, great programming and produced such a professional looking elearning application. Then, it was puchased by another company and now it will no longer be supported. So...there's all this great elearning material that will cease to function as soon as the new browers hit the general population.

So many instructional designers are reviewing software, asking others and trying to find a replacement. I recently read this article:

Kaskalis, T. H., Tzidamis, T. D., & Margaritis, K. (2007). Multimedia Authoring Tools: The Quest for an Educational Package.Educational Technology & Society, 10 (3), 135-162.

It provided a nice concise study of multimedia authoring tools which evaluated software in different categories and finally provide a great numerical listing of the software after the evaluation process was completed. Yet, the real truth will come when designers actually use the software within elearning situations.

What's happening at MBS Design? We're back to the old FLASH apps and ActionScript. Yes, it is an animation tool but it does have some elearning elements. Although these elements seem so primitive and labor intensive after working within the Authorware environment...there's not much else to choose from at this point.

What is everyone else using?

Educators! Pause The Podcasting!

2007-10-05T13:52:00.000-04:00

Podcasting has not only become a daily event it has now become a main element within the educational system, yet little attention is being given to the development or design principles needed for developing an effective podcast. What makes a podcast academically sound? What determines the success of an educational podcast? What researched design elements can be applied to such a medium as podcasting?

These questions and more were part of an educational action project titled, “Pause the Podcasting, Toggle Back to Cognitive Theories and Let's Develop Design Principles Before We Press Play Again”. This project not only examined the present podcasting design principles published, but developed seven podcasting design principles based upon research based principles and finally podcasting design software was developed. The software, “Educator’s Podcast Toolkit” takes the user or educator through a systematic evaluation of their present podcasting design principles, compares them to the research based design principles and finally allows the user to create new podcasting design principles based upon proven research based design principles. The user is presented with a heuristic checklist to use while designing and developing their future podcasts which aligns with the No Child Left Behind guidelines for college and K-12 schools.

This software has been tested by educators who are presently podcasting and those that have just started podcasting. Both found the software easy to use, quick to complete the cyclical evaluation process, and an asset for administrative evaluation of their podcasting academic effectiveness.

This software can be purchased from the graduate student who completed the research and designed the software for just $25.00. If you’d like a copy, just send an email for ordering information to mbs@mbsdesign.biz.